Category: Education

Introduction

The education department is facing serious labor issues with teachers being mistreated and many saying that teachers are paid way below their qualification. This paper will thus discuss recent labor issues surrounding the department of education and their teachers, specifically those in Seattle, Wisconsin and Pennsylvania.

It will discuss whether any progress has been made to resolve the issues. The paper will finally discuss the importance these particular cases may have for future cases, particularly for the current situation in New York between the department of education and its employees.

Discussion

Recent labor issues surrounding the department of education and their teachers in Seattle

In Seattle, teaching salaries vary depending on the academic level of the instructor, locality, and working experience. Teachers in the state, therefore, get different earnings for their work and this leads to discontentment with those salaries.

Teachers at the bottom of the pay scale earn around $47,100 to $51,180 with their counterparts earning around $75,190 to $80,970. These high disparities have led to severe labor issues in the nation department of education (Amarachuku, 2011).

The issue of teacher recruitment and retention is another labor issue in Seattle. The capability of teachers to enter and stick to the profession depends on the features of the school as well as the district in which the school is located. Some schools lack the policies required for efficient recruitment and retention of teachers and this has posed a serious labor issue in the state (Amarachuku, 2011).

Mistreatment of teachers by principals is another labor issue facing the department of education in Seattle. Head teachers mistreat instructors in terms of ignoring their needs, isolating them, holding back resources, overloading and even criticizing them (Amarachuku, 2011). Several actions have been taken to resolve the above issues in the state.

For instance, school reform organizations in Seattle require that head teachers and instructors work together in a collaborative manner. School principals need to trust their teachers as well as the schools they lead.

This acts as a foundation for a friendly, honest and philosophical professional dialogue in the school organization and this makes it to develop as a powerful community of students who are responsible and competent. The educational department also requires that all teachers confront all types of administrative mistreatment that undermine them as instructors.

Recent labor issues surrounding the department of education and their teachers in Wisconsin

Teachers in Wisconsin on February 26, 2011 protested the planned budget repairs by Governor Scott Walker. The Governor announced that the 2011-2013 budget would include more than $800 million cuts in school funding. This posed a great threat not only to the salaries of teachers, but also to the learning of students across the region.

Many people were watching the outcome of the planned actions and it was seen that the outcome would influence negotiations between many state governments in the country and organized labor. Thousands of people working in the education sector were and are facing a lot of difficulties including pay cuts and layoffs.

While commenting on the planned actions a special-ed teacher, Jim Kammer, said: I knew going into education that some people didnt like educators, and thats okay, but this is just disrespectful. Both my husband and I are special-ed teachers, and we went into teaching hoping that we could afford a house and have a solid income to support a family.

Now we wonder if well be able to keep our home. Its not what we wanted for our family. (Clark, 2011) This crisis caused many teachers to lose a lot of teaching time as schools across the Wisconsin district shutdown with some closing for three days during the first week of protests. The governor was opposed to increasing taxes and argued that the only way to tackle the budget deficit was by union-busting.

Teachers across the region argue that the budget deficit is not unique to the region as many other states are facing the same predicaments in their 2012- 2013 budgets.

According to Kevin Cunningham, an associate lecturer in the university of Wisconsin, the bill posed a great threat to future teachers; he says, I am trying to remain optimistic, but the bottom line is, is what we ask these future teachers to do worth it? No one goes into teaching expecting to make a lot of money, but people go in expecting to be treated as professionals who are capable of making decisions about their classrooms, and this bill would strip that from them. (Clark, 2011)

They argue that although Wisconsin falls in the middle compared to the other states, the worst hit states have not resulted to taking such draconian actions of cutting funding into the education system.

The impact of this actions was seen in early March as many schools across Wisconsin began sending preliminary layoff notices to their teaching staff. By March 15, nine Wisconsin districts had given notices to schools to lay off teachers. The Walkers planned budget repair bill was seen as one that would nullify union contracts held by teachers and this was going to affect many of those who stood to lose their employment without compensation (Clark, 2011).

Although the region and the country as a whole is experiencing large budget deficits, the way to tackle this problem should not be primarily based on reducing funding to schools and laying off teachers. The region should adopt the various ways that other regions in the country are adopting in response to the crisis without necessarily threatening the future of education.

Recent labor issues surrounding the department of education and their teachers in Pennsylvania

The major problem that is facing the department of education and teachers in Pennsylvania concerning work is that teacher wearing religious symbols in their classes are discriminated. There has been a law in the state of Pennsylvania since 1895 that punishes teachers who wear religious symbols in their classrooms (Andren, 2011).

Under the law, any teacher found wearing them could be suspended for one year and if there is a repeat the teacher may be permanently disqualified. The school board members are also criminally liable if they fail to enforce the law in their schools. This law has come under criticism from many people and Pennsylvanian teachers are fighting it terming as a violation of the first amendment.

Teachers in the region have faulted the department of education for enforcing this law and currently there are two members of the Pennsylvanian legislature who are pushing a bill to repeal the law (Andren, 2011). In 2003 a teacher, Brenda Nicole, successfully won a case against her dismissal after she wore a cross necklace in class (KERR, 2011).

In April of that year, Brenda was suspended without pay for one year and this led to her suing the school and the education department for wrongful dismissal.

After winning the case, she was re-instated to her former position and she now continues to serve in her former position as a teacher. This discrimination against teachers has in the past threatened to bring learning to a standstill in the region and, therefore, there is need to have the law repealed or struck down by courts as being unconstitutional (Andren, 2011).

The law that discriminates teachers who wear religious symbols in the classrooms should be scrapped as it contravenes the first amendment. Teachers should be allowed to dress the way they want, as long as they are decent and follow the dressing code of schools (KERR, 2011).

Importance of these particular cases for future cases particularly; how it could affect the current situation in New York between the department of education and its employees

The current situation in the New Yorks education sector comprises of about 780 employees losing their jobs as a result of layoffs. The layoffs are the result of budget cuts to academic institutions, and since this has taken place in the last four years, then school principals in the state are now forced into making tough verdicts concerning what and whom to survive without. In the last few years, school aides in New York have been protected from layoffs by federal funds though 5% of them have currently lost their jobs.

Financial cuts in the State have cost 2186 instructors their full time working in the city schools. Teachers have been protected from layoffs mostly because of the Bloomberg agreement, which provides them with small allowances in exchange for security of their jobs. New Yorks district committee is held responsible for the layoffs.

The Department of education statistics shows that the layoffs have caused a large number of teachers to retire leading to several vacancies in the education department. The above cases in Seattle, Wisconsin and Pennsylvania help future cases, for example the cases of teacher layoffs in New York, to be solved. It is surprising that New York also recruits young teachers while laying off excess old teachers.

The above cases have helped solve the current situation in New York. In this state, the effect of leadership on student success has become evident with principle makers placing more pressure on head teachers. Rewards and punishments affecting school heads have become increasingly common in the state with the New York law threatening to fire school heads as a probable consequence in poor performing academic institutions.

In New York, a small portion of a principals pay is determined by the professional standards associated with learner outcomes. These trends signify an increasing acceptance that head teachers play a crucial role in influencing students achievements and should be accountable for it.

As a result of the above cases, the role of the school head has swelled to encompass a staggering range of professional duties and competencies. Principals in New York are expected to be instructive visionaries, educational and syllabus leaders, evaluation experts, disciplinarians, society builders and guardians of contractual and official mandates.

Principals in New York are expected to pay attention to the contradictory wants of students, parents, tutors and federal agencies. The demands of the teaching profession in New York have thus changed so that conventional methods of preparing principals are no longer sufficient to satisfy the leadership challenges in public institutions.

References

Andren, K. (2011, June). Legislation would allow Pennsylvania teachers to wear religious insignias. Web.

Amarachuku, E. C. (2011, June). Finding plan b: critical remedy construction for school districts operating under education equity consent decrees post Seattle and Louisville. Web.

Clark, M. (2011, March). Wisconsin Teachers, Students Face Uncertain Future. Web.

KERR, C. (2011, September). Teachers Religious Garb as an Instrument for Globalization in Education. Web.

Introduction

Art education is a significant factor in student development, improvement, and growth. Guns (2015) suggests considering art as a tool that can co-exist with human nature, supports its creativity, and cooperates with other disciplines in a way that promotes self-development. In the given paper, the chosen Key Learning Area (KLA), visual arts, will be discussed in the context of culturally responsive pedagogy.

Lewthwaite et al. (2015) state that by integrating cultural elements into the curriculum and considering the interests of indigenous students, educators may significantly improve teaching and learning outcomes. The paper will include a critical analysis of their study. Then, the review findings will be used to design a culturally responsive classroom activity.

Critical Analysis Reading

In this part of their article, Lewthwaite et al. (2015) discuss the inequity in school outcomes in the Australian education system. The researchers claim that there is a significant achievement gap between indigenous and non-indigenous Australian students, and the major factor contributing to it is teachers cultural unresponsiveness. Consideration of students backgrounds can significantly improve academic success. Thus, learning and instructional activities should be revised to make them more culturally relevant.

Articles Description

By interviewing students, their parents, and teachers, Lewthwaite et al. (2015) aimed to identify what practices can potentially improve the academic outcomes for indigenous learners. They also attempted to determine which of teachers attitudes and behaviors may foster a favorable change. To support the research process, Lewthwaite et al. (2015) used the conceptual framework of culturally relevant pedagogy (CRP) that implies educators use of the cultural knowledge, prior experiences, frames of reference, and performance styles of students to make learning more closely linked to and effective for them (p. 134).

In the recent literature on the given topic, many other researchers also acknowledge the favorable effects of CRP on minority students performance in many disciplines including science and art. For instance, Aronson and Laughter (2015) state that it may foster better student engagement and motivation. Additionally, it is observed that by examining their own beliefs, perceptions, and biases of education, their students, and other cultures, educators may improve self-efficacy and quality of teaching (Gardner, 2015, p. 75).

Article Relevance

Nowadays, many Australian schools attempt to understand if it is necessary to use visual arts as an obligatory course in secondary education (Peake, 2016). Until now, traditional approaches to visual arts in schools and teachers ways of interacting with students were not very efficient (Lummis, Morris, & Lock, 2016). Thus, researchers find it necessary to discuss the role of arts in education, the possibility of education improvement through this discipline, or even a chance to prepare students to think critically, make decisions, and solve problems using their knowledge of arts (Torres de Eca, Milbrandt, Shin, & Hsieh, 2017).

At the same time, it is observed that multiethnic and multicultural art education can help students to think about distinct ideas represented in different art movements across the globe. As states by Gardner (2015), it can expose learners to the art of cultures they may not otherwise come in touch with and, therefore, multicultural art education is extremely important for public education as such.

The implementation of CRP in the chosen KLA is evident. By reducing the domination of the mainstream ideology in art lessons, making them more culturally diversified, and relevant to the ethnic class population, teachers may create more inclusive environments and develop greater awareness of cultural identities in students. It will help them to investigate the field of art and use all possible methods to improve their creativity in educational discourses.

Critical Summary

The issues related to the use of various pedagogy models bother many researchers, practitioners, and parents because not all of them assist in gaining benefits and realizing opportunities offered by Australian education programs (Polesel, Rice, & Dulfer, 2014). Lewthwaite et al. (2015) use various theoretical concepts, study methods, and research evidence to show that culturally relevant pedagogy can maximize potentials inherent with the Australian education system and support indigenous students academic achievements.

Background research

Through the review of the literature, Lewthwaite et al. (2015) identified the major dimensions of CRP and found out that teachers behaviors and perceptions largely affect students performance. In culturally diverse school environments, educators may sometimes struggle to meet the needs and interests of all students equally because they are unable to comprehend cultural differences and peculiarities. The scarcity of understanding of the cultural and linguistic diversity in teachers interferes with their professional performance and creates barriers to the academic and cognitive development of students.

The given ideas are consistent with the premises of Sociocultural theory introduced by Greenfield (2013) in her research paper. According to this theory, the individuals process of education is not separable from his/her social and cultural contexts (Greenfield, 2013). Based on this perspective, teachers must raise awareness of the cultural differences and develop the educational strategies that would meet the interests and needs of diverse students. The consideration of the socio-cultural components of the cognitive processes is important in the creation of a positive school environment aimed to provide learning accessibility and ensure compliance with high standards of education proficiency.

Methods

Lewthwaite et al. (2015) employ qualitative research methodology. They conducted interviews with teachers, students, and their parents and analyzed their perceptions of current barriers to better education outcomes including educators cultural beliefs, opportunities for change in the education system, teacher-student communication, and so on. Qualitative data is interpretable and subjective. The methods used by the researchers provide information about the relationship patterns between the studied variables, e.g., students attitudes and the actual academic results; self-concepts, and barriers to knowledge (Keister & Grames, 2012).

Findings

The results obtained by Lewthwaite et al. (2015) reveal that teachers understanding of the cultural and historical backgrounds of indigenous students is essential. Parents expressed their hope for teachers to have positive perceptions of their children because when indigenous people are regarded as inferior, the quality of teacher-student and teacher-parent communication decreases. The development of positive dialogue in the classroom is considered by students as important as well. Additionally, they reported that the language teachers use may sometimes prevent them from better behavioral adjusting to the school environment and interferes with their understanding of educators demands.

Overall, the researchers show that teachers characteristics, values, and beliefs may significantly affect their attitude to students from distinct demographic backgrounds, their performance in class, and their abilities. The lack of understanding of how cultural and environmental factors influence childrens cognitive performance and a narrow view of how academic talents may be expressed in diverse students can lead to the formation of an inadequate attitude towards them.

Practice Recommendations

The findings allowed Lewthwaite et al. (2015) to develop specific practice guidelines. First of all, to redress cultural inequities in education, teachers should strive to establish trustful, respectful, and warm relations with students. They should value learners cultural identities by showing respect for students home language and knowledge, family and community, values and beliefs (Lewthwaite et al., 2015, p. 151).

Students learning activities should be scaffolded through appropriate strategies aimed to facilitate the switching from Aboriginal English and Standard Australian English. Additionally, teachers must be explicit regarding academic and behavioral expectations and should communicate them to children. Lastly, the shift from the teacher-centered model should be made towards the creation of a more student-centered form of learning.

Researching

In this part of the work, the attention will be paid to one of the possible learning activities to be offered for students aged 9 years. A lesson plan titled Beyond Observation is chosen for the analysis (Years 1-9 the arts: Visual art assessments, 2017).

Observational drawing is the main learning activity that is developed on a foundation of background knowledge, a tutors role (that may be compared to the role of the Subject Superintendent), and critical visual thinking that is supported by new technologies and scientific management (Lummis et al., 2016). Tutors have to be models for students to explain what kind of work is expected, and the chosen activity is a good attempt to combine individual skills and knowledge with collective thinking abilities.

Learning Activity Introduction

According to Lewthwaite et al. (2015), visual imagery can be utilized to prompt engagement and support learning, and in a holistic approach to learning, new information and students skills can be chunked and scaffolded, and connected to prior knowledge (p. 152). Visual arts education and observational drawing, in particular, can be used as such a holistic educational method as it can easily be combined with the instructional activities from other disciplines such as history and cultural studies.

Tutors have to understand that arts education is not only a discipline where specific art concepts and terms are elaborated and used to create certain work. Arts pedagogy has to demonstrate specific abilities to go beyond arts learning and use the initiatives from different spheres (Anderson, 2016). It is possible to say that observational drawing is an activity with the help of which it is possible to develop numerous students skills, including critical thinking, observations, analysis, discussion, and comparison.

Assessment and Revision

According to Lummis et al. (2016), drawing is central to any observation or design process (p. 123). It is self-expression with the help of which students demonstrate their understanding of the work which may help educators to identify learners strengths and weaknesses.

In the chosen activity, the major teachers tasks include the selection of an appropriate and culturally relevant object that will suit group interests, the guidance of students in how to start drawing and how to integrate the personal vision in what they see (Years 1-9 the arts: Visual art assessments, 2017). However, the role of students should not be minimized because they have to understand the level of their responsibility and the necessity to investigate their skills and abilities to make improvements.

Visual arts education may include numerous activities. Still, the drawing should be at the core because it may be interpreted as the whole notion of investigation (Lummis et al., 2016). As a part of arts, the drawing should contribute to social attention, student engagement, and emotion regulation in peoples attempts to understand each other and depict their past in their present activities (Goldstein, Lerner, & Winner, 2017; Hursen & Islek, 2017).

Also, drawing lessons guide students in how they should develop their critical thinking and operate various communicable ways in their activities (Knight et al., 2016; Lazo & Smith, 2014). Some students may need additional help, and some students are eager to work independently to check what they can do and what aspects should be improved. Still, the most important thing they have to remember about visual arts is that different activities should be taken, and unexpected results may be achieved.

Taking into account the recommendations for practice suggested by Lewthwaite et al. (2015), as well as the visual arts framework in which it represents as a discipline contributing to the development of different skills in students, the chosen observation drawing activity provided by Queensland Curriculum & Assessment Authority can be revised and improved to achieve better academic outcomes for indigenous students and make sure that their involvement in the learning and instructional processes is equal to the teachers involvement.

First, it is necessary to admit that the activity begins with the necessity to select an object and discuss all possible visual arts elements that can be detected. However, such beginning proves that a learning activity is based on certain instructions, and no personal interests and demands are taken into consideration. Students get a task and complete it. Visual arts activities should be more interesting and promote students involvement. It is possible to begin this activity with a questionnaire or short interviews with students about their preferences in art or objects that they can like to analyze and evaluate. Students should share their background knowledge neglecting any frame and academic boundaries so that a tutor can identify students behaviors and moods.

Second, there are no specifications about what technologies and techniques are appropriate for the creation of observational drawings. Lummis et al. (2016) mentioned that several studio techniques available to students might build expressive and manipulative skills. If there is an opportunity to provide students with several options for observational drawings, this chance should be used.

Finally, the last tasks are based on the necessity to develop self and peer feedback on the work done. In this kind of work, students should be introduced to new instructions and expectations. The quality of instructions has to be enhanced through the introduction of policies and requirements (Lummis et al., 2016). It is also important to make sure that both students and teachers leave a classroom when they are done with the offered learning activity with high self-efficacy that is usually associated with the mastery of skills and knowledge (Lummis, Morris, & Paolino, 2014, p. 61). Satisfaction and knowledge in education play an important role.

Conclusion

In general, the evaluation of the lesson plan and the offered learning activity turns out to be a helpful method for implementing the recommendations given by Lewthwaite et al. (2015) and other researchers. Visual arts education is a complex discipline with an impressive history and significant contributions.

Teacher-student cooperation, critical thinking, stimulation, goal-solving activities, and decision-making processes can be improved in case a student understands what kind of work should be done in terms of the chosen course, and a tutor knows how to support culturally diverse students and arrange appropriate activities for indigenous students. Observational drawing, as a part of visual arts, promotes student development from different perspectives that cannot be neglected or misunderstood.

References

Anderson, M. (2016). Negotiating arts education research: Setting the scene. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy (pp. 29-38). New York, NY: Routledge.

Aronson, B., & Laughter, J. (2015). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163-206.

Gardner, A. (2015). Critical analysis of culturally relevant pedagogy and its application to a sixth grade general music classroom. Web.

Goldstein, T.R., Lerner, M.D., & Winner, E. (2017). The arts as a venue for development science: Realising a latent opportunity. Child Development, 88(5), 1505-1512.

Greenfield, R. A. (2013). Perceptions of elementary teachers who educate linguistically diverse students. The Qualitative Report, 18(47), 1-26.

Guns, A. (2015). Examining secondary school students attitudes towards visual arts course. Journal of Computer and Education Research, 3(5), 166-182.

Hursen, C., & Islek, D. (2017). The effect of a school-based outdoor education program on visual arts teachers success and self-efficacy beliefs. South African Journal of Education, 37(3), 1-17.

Keister, D., & Grames, H. (2012). Multi-method needs assessment optimises learning. Clinical Teacher, 9(5), 295-298.

Knight, L., Zollo, L., McArdle, F., Cumming, T., Bone, J., Ridgway, A.,& Li, L. (2016). Drawing out critical thinking: Testing the methodological value of drawing collaboratively. European Early Childhood Education Research Journal, 24(2), 320-337.

Lazo, V. G., & Smith, J. (2014). Developing thinking skills through the visual: An a/r/tographical journey. International Journal of Education through Art, 10(1), 99-116.

Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T.,& Wills, J. (2015). Seeking a Pedagogy of Difference: What Aboriginal Students and Their Parents in North Queensland Say About Teaching and Their Learning. Australian Journal of Teacher Education, 40(5), 132-159.

Lummis, G.W., Morris, J., & Lock, G. (2016). The Western Australian art and crafts superintendents advocacy for years k-12. History of Education Review, 45(1), 115-130.

Lummis, G.W., Morris, J., & Paolino, A. (2014). An investigation of Western Australian pre-service primary teachers experiences and self-efficacy in the arts. Australian Journal of Teacher Education, 39(5), 50-64.

Peake, R. (2016). Nation needs to consider high schools specialising in visual arts: Minister.The Canberra Times. Web.

Polesel, J., Rice, S., & Dulfer, N. (2014). The impact of high-stakes testing on curriculum and pedagogy: A teacher perspective from Australia. Journal of Education Policy, 29(5), 640-657.

Torres de Eca, T., Milbrandt, M.K., Shin, R., & Hsieh, K. (2017). Visual arts education and the challenges of the millennium goals. In G. Barton & M. Baguley (Eds.), The Palgrave handbook of global arts education (pp. 91-106). London, UK: Springer Nature.

Years 1-9 the arts: Visual art assessments. (2017). Web.

Introduction

Subsequent to reading Zinssers book On Writing Well I have learned that there are common difficulties in writing. Basing on the ideologies of Chapter 14, it is apparent that bits and pieces contribute to the success of writing. According to Zinclar, writing is no mean feat since it involves research especially when one presents information concerning places; thus, the need for proper referencing. I have learned that whenever one reads something, and he is unable to comprehend the thoughts of the writer, it does not mean that the person reading is incompetent. Rather, the difficulties in reading may arise from the writers carelessness. To correct so, a writer has to harmonize his thoughts to be able to provide a good piece of writing.

Thinking clearly

I have also learned that many writers have ideas but writing them can be difficult. Therefore, is advisable for them to read the work and ask themselves if the work can make sense to an individual reading it. If the answer is no, then the writing has to be re-written in a clearer way. This is often the case when presenting memoirs as evident in Chapter 14. From Zinssers advice, I have also learned that everyone can write well, but some people do not do attain such a feat because they fail to think clearly (Zinsser 12).

Clear thinking enables a writer to produce an excellent piece of writing. If a writer is unable to think clearly while writing, he or she can produce writings that confuse readers (Zinsser 12). Moreover, writers who understand themselves have the capability of producing goods work of literature. Zinsser further asserts that writers should use active verbs with eloquence to avid confusing their target audiences. As such, a written piece of works should express passion.

I have also learned that in order to write perfectly, a writer has to create words daily. One can never be the best writer within a day. However, writing for some time enables one to identify the common mistakes. Through this, a person can gain confidence and his writing skills will improve. Additionally, when writing, it is vital to maintain unity throughout the work. For instance, if one chooses a tense, the tense has to be used from the beginning to the end of the writing. It will be for wrong to start writing with the present sense and then change in the middle to the past tense (Zinsser 50).

Furthermore, a writer has to impress his readers. This can achievable by making the initial sentences striking. This is because such first parts of the writing lead the readers. If the first part is boring or nonsensical, the readers will stop reading immediately (Zinsser 56). Moreover, the correct use of verbs, adverbs, punctuations, and adjectives is very vital in writing because they make sentences to flow (Zinsser 69).

I have equally denoted that whenever people write about themselves, it is vital to avoid talking about other individuals in their work. Furthermore, one should be very confident when writing about themselves. It is also important to ensure that thoughts and emotions make the writing interesting and long enough (Zinsser 135). It is imperative to consider that such approaches make it simple for the writers to incorporate aspects pertaining to ethos as well as logos.

Conclusion

Through Zinssers work, I have realized that in order to produce a good work, a writer has to ensure that he or she writes short sentences that logically flow from the previous ones. The long sentences that do not logically flow may make sense to the writer himself but not to the reader. Additionally, a writer should ensure that he uses key words suitably. Some writers do not take time to read their work in order to identify the misuse of words. For instance, some words like sanguine and sanguinary are similar but have different, meanings. Hence, if the writer is not careful, he can use one of these words to means the other, and these can change the meaning of whatever he is writing.

Works cited

Zinsser, William. On Writing well. Harpercollins. 2001. Web.

Introduction

The issues of authenticity are especially important in such diverse countries as the United States. Multiculturalism is one of the priorities of the US educational system. Representatives of different cultures may have different views on some matters, but people should be able to understand each other to contribute to the development of society.

Clearly, it is better to help people learn more about other cultures and understand each other, and this process should start in their childhood. Thus, childrens books often explore these issues, and children benefit from reading those stories greatly. At the same time, it is necessary to admit that there are some pros and cons in the use of authenticity issues in books for children, especially when it comes to class discussions.

Pros of the Debate

As has been mentioned above, childrens books that consider authenticity issues help children fit into society better. It is clear that an effective childrens book exploring authenticity issues is the one that makes readers from the culture to know that it is true and readers from another culture will feel that it is true& And learn something of value (Howard, and. in Short and Fox 5).

Young readers, as well as young adults, learn more about other peoples perspectives. Importantly, they may discuss these perspectives with their peers, actually, coming from this or that culture. This is a valuable experience for students of all ages. Reading stories about different people and discussing them enables students to understand how to live in the US diverse society.

Cons of the Debate

At the same time, there is a negative side to the exploration of authenticity issues in childrens books. In the first place, this is associated with writing such stories for children. Many authors note that their authorial creativity is limited by educators (and many other peoples) remarks concerning responsibility (Short and Fox 12).

There are also concerns that only authors of color should be involved, as white authors have already added certain prejudice and contributed to the development of bias as well as stereotypes. Nonetheless, these issues may be solved by giving more freedom to writers. Of course, only the most valuable books should be used in class, but it does not mean that the author should only write to fit into a certain system. Many perspectives should be available.

Apart from that, discussion of issues explored in childrens books focusing on authenticity may lead to certain misunderstandings or conflicts in class. Children may feel hurt, or some of them may mock at others. Clearly, these situations can be avoided if the book is chosen wisely, and the discussion of the book is guided by an experienced educator.

More so, it has been acknowledged that negative intercultural experiences can also play an important role in heightening awareness of our prejudice (Nikola-Lisa, and. in Short and Fox 9). In other words, children may understand that a lot of prejudice is ungrounded.

Conclusion

On balance, it is possible to note that childrens books exploring authenticity issues are extremely important for the US society and its educational system. These books should be discussed during classes so that students could learn more about other cultures, break down prejudice, and understand each other better. Of course, there could be some challenges in this process. However, educators may help students benefit from reading such books.

Works Cited

Short, Kathy G., and Dana L. Fox. The Complexity of Cultural Authenticity in Childrens Literature: Why the Debates Really Matter. Stories Matter: The Complexity of Cultural Authenticity in Childrens Literature. Urbana, IL: National Council of Teachers of English, 2003. 3-23. Print.

Activity transition in a learning environment refers to short-timed activities that help infants and toddlers as well as children between three and five years of age to move from one form of activity to the next (Mississippi State University Early Childhood Institute, 2010).

The transition activity can take different forms, for example, announcing to the children the next activity sometime before the onset of the first activity. The following paper outlines the similarities and differences between activity transition among infants and toddlers and children aged between three and five years. It also discusses the transition strategies that can be applied to minimize disruption.

Activity transitions among the groups mentioned above concur in a number of ways. First, the transition between different activities must be smooth (Ostrosky, 2008). Second, some of the methods of transition adopted for the two age groups are similar. Methods, such as greetings and farewells, are effective across the two groups (Barresi, 2009).

Greeting children, when they arrive at school and bidding them farewell as they depart for home, are transition activities that can be applied to the two age groups. The third similarity is the use of songs and fingerplays (Ostrosky, 2008). Songs and fingerplays are techniques that can be used for children in the two groups effectively too. When carried out on a daily basis, they become interesting hence avoiding a boring abrupt change from one activity to the next.

Transition activities can also differ between the two groups of children. The first difference is the period taken in carrying out the transition (Vogler, 2008). A transition activity among infants and toddlers would take longer than that among children of between 3 to 5 years as they are comparatively more personalized.

For instance, a primary caregiver would need to greet each infant and take them in her or his arms, thereby taking a longer time, whereas, for the children between three and five years, the caregiver can assemble them and greet them as a group. Another difference is the form of transition activity adopted. Generally, it would be appropriate to use such methods as puppets to communicate change among children between 3 to 5 years.

It might not work very well with the infants and toddlers who may not be able to decode the message of the puppet or maybe scared by it. The third difference is the manner of carrying out the change activity (Mississippi State University Early Childhood Institute, 2010). For infants and toddlers, it would require personal assistance in carrying out the activity while for children aged between three and five years issuing instructions followed by a little guidance is satisfactory. They may not require physical assistance.

Various transition strategies can be applied to ensure little disruption. The first strategy is planning the schedule in such a way that there are few transitions (Ostrosky, 2008). This reduces the time wasted on waiting for a transition. The second strategy is providing verbal and nonverbal cues some minutes before transition (Barresi, 2009).

Such techniques as ringing a bell, displaying drawings and pictures of the next activity or announcing It is 5 minutes to lunch, prepare children psychologically for the next activity, thereby facilitating a smooth transition.

The third strategy is ensuring that enough time is allocated for each activity so as to allow children to finish their projects so that they are not frustrated by the time elapsing too soon, thus denying other children to participate. The fourth strategy is planning other side activities for children who finish their initial activities before others (Ostrosky, 2008). This will help avoid keeping them waiting idly.

In conclusion, it is fundamental for teachers to adopt working transition strategies that will enable them to acquire calm and organized classrooms. When applied in an appropriate manner, transition activities can be converted into teachable moments, and children are also happy and cooperative.

References

Mississippi State University Early Childhood Institute (2010). Learning environments: Learning environments for infants and toddlers. Web.

Barresi, J. (2009). Early Childhood/Family Education Programs. Oklahoma State Department of Education. Web.

Ostrosky, M. J. (2008). Helping children make transitions between activities: What works brief training. New York: Nashville: Center on the Social and Emotional Foundations for Early Learning.

Vogler, P. C. (2008). Early childhood transition research: A review of concepts, theory, and practice. Hague: The Hague: Bernard van Leer Foundation.

There is no use denying the fact that since ancient times people have a great thirst for knowledge. This desire became one of the main forces which influenced development of humanity. It is even possible to say that knowledge, obtained due to this thirst, saved human race from extinction. However, this very knowledge should be transferred to next generations and, that is why, education, as the way to perform this transfer, also became a very important issue.

The thing is that world changes constantly and the approach to education and knowledge, which is needed for a person, also obtains some new peculiarities. Different epochs can be characterized by different subjects and thoughts which students are taught. These differences are determined by the peculiarities of the epoch.

That is why, nowadays, the approach to education should also be changed. Modern world can be characterized by blistering development of different issues and, with this in mind, it is important to determine things which are important for students and teach them.

Talking about changes which happen every day, it also should be said that they become possible due to the blistering development of society. Under these conditions, the world and people should be ready to adapt to new environment. However, it is impossible to do it without deep and clear knowledge of all modern realities.

That is why, all significant changes which happen nowadays should be included in the curriculum for students to be able to live and become successful in the modern world. That is why, a great number of scientists nowadays draw their attention to the question of education and changes which are needed in this sphere.

Resting on these facts, it is possible to say that people should be ready to face realities of the 21st century after they have received their diplomas. There are many different concepts which are connected with the issue of modern education and the bundle of knowledge which a person should have. However, all these concepts state that students should obtain knowledge which will guarantee their successful existence in the modern world. Under these conditions, the issue of diversity obtains great significance.

This term is connected with different spheres of activity. Studying, a person should be given the opportunity to face diversity which exists in modern world and be ready to respond properly. Additionally, such issues as tolerance, humanism and democracy also obtain great importance as coherent society praises them very much.

It should also be said that nowadays diversity is often connected with the possibility to interact with people who represent different races and cultures. Nowadays, it is a very important issue. Unfortunately, society still suffers from the aftermath of racism and race discrimination. However, nowadays these manifestations are not so obvious. With this in mind, it is possible to say that special conditions should be created under which people can communicate with representatives of different races and cultures.

Multiracial schools can help to do it (Bollinger 4). People will be able to interact and develop tolerance. Additionally, such practice as affirmative action should also be taken into account. The main aim of this practice is to create some extra opportunities for representatives of minorities for them to be able to achieve success and become respected in society.

However, it should be said that it is rather dangerous to overuse the practice of affirmative action. The thing is that people, who are given some support can be opposed to people who are not given (The Myths About Affirmative Education para. 5). Under these conditions, some layers of society could become unsatisfied with the existing practice because these opportunities are created at their expense.

With this in mind, it is possible to say that some balance is needed. Moreover, the issue of diversity could become helpful in finding solution to this question. The thing is that nowadays children rise the society which still suffers from the manifestations of racism and discrimination.

However, being educated in accordance with the latest tendencies and the issue of diversity, they will be able to create a new society (American Council on Education 35) which will be deprived of any signs of these vestiges of the past. Additionally, such issues as tolerance and humanism will also be developed.

With this in mind, having analyzed the issue of education and influence of modern realities on it, it is possible to make a certain conclusion. First of all, it should be said that modern educational system should obviously be ready to change because of the new demands and challenges which appear every day. Additionally, it should take into account such issues as diversity and affirmative action. Unfortunately, modern society still suffer from the manifestations of racial intolerance.

That is why, the issue of diversity is so important. People should be given the opportunity to communicate with minorities and develop tolerance. Additionally, such practice as affirmative action can also help to solve the problem and promote development of tolerance. With this in mind, it is possible to say that modern educational system should prepare a person who is ready to face all challenges of the modern world.

Works Cited

American Council on Education. Does Diversity Make a Difference? 2002. Web.

Bollinger, Lee. Why Diversity Matters. 2007. Web.

The Myths About Affirmative Education. Web.

What, in your opinion, could make this class stronger, and why? What in this class seemed to work out well, and why? Please be as specific as possible

In my opinion, the class is strong and focused. The class has excellently achieved its core objectives in advancing knowledge and appreciation of art. Through this class, I have gained tremendous knowledge with regard to historical, cultural, and aesthetic contexts in which works of art derive their meaning. This class has extended and enriched my awareness regarding arts in Houston, especially museums and institutions.

However, the auditorium is below expectations. The sound is usually faulty and not clear for people at the back seats. Sicinski was aware of this and he moved around to remain audible to all. This was a commendable effort on his part. Regarding the first exam, I feel that the questions were tricky and demanding. I would have been more at ease if we were required to provide concepts rather than specific details such as names, dates, and nationalities. For instance, with regard to Berger, I would rather discuss concepts such as aura or genius. This class is strong because of its approach to management of time.

Whenever the instructor gives assignments, he allocates enough time to handle it. This ensures that we do not spend a lot of time outside class schedule working on projects. The class is good because the instructor gives an in-depth analysis of areas such as paintings, film, photography, and sculpture. The field trip to visit a sculpture on campus was appropriate and informative. The trip enhanced my desire to observe sculptures around campus and search for their meanings. The class also presents opportunities for extra learning through attending artistic events around Houston. I particularly enjoyed going to films at Rice, attending Arts festival, and the silence concert.

Please describe what you have learned from this class, and what you would have liked to have learned. Do you think you fulfilled your responsibilities as a student to the best of your abilities? Could you have done more?

Through this class, I have learnt a lot regarding art and its relevance to society. When I joined this class, I viewed artists as supernatural beings because they viewed the world in a unique way. However, I learnt that art is sight and depends on the context of the artist. I learnt that art reflects how the artist views the world. I also learnt to categorise art depending on the period of its creation and inception. For instance, art from the past has a different meaning today compared to its period of inception. I have learnt that perspective is an integral component of every work of art. Perspective is responsible for creation of unique pieces of art.

I have learnt that it is difficult for many painters to establish and hone their perspective relating to their worldview. However, people are using technological advancements to reproduce images and consequently placing them into foreign and inappropriate contexts. This makes it difficult for images to maintain and preserve their aura. I have learnt the importance of museums and their relevance in promotion of art. Through citizen Kane, we learnt the role of a film director in conveying meaning in a thematic area of concern. We learnt the role of a video camera in demystifying areas of concern in society through journalism.

I also learnt about the role of women in art and the concept of nudity. I learnt how advertisements appeal to women as potential buyers. Through painting and photography, women have turned into objects for men. Men view them as possessions that are available for indiscriminate use. I also learnt about architecture, art, and shopping centres and how we eventually focus on functionality of a structure as opposed to its aesthetic value.

I learnt that everything in art is a choice by the artist, the relevance of minimalism in conveying meaning, and the role of an artist in assigning meaning. I have fulfilled my responsibilities as a student by attending classes, reading class materials, taking notes, doing my projects, and attending various extra credit events. I would have wanted to participate more but found it difficult owing to my lack of proficiency in English. This would improve by providing an optional blog or discussion board for maximal participation.

Which part(s) of the course did you find most valuable? Is there anything in the course that you would recommend dropping? If so, what and why? Please be specific.

The value of this course is immense and immeasurable by all standards. However, there are two parts that I find particularly valuable. One part is John Bergers ways of seeing. The class lectures about this part changed my view and approach to art. I learnt the importance of understanding the artist and look at the picture for what it is as opposed to hearsay. The other valuable part is advertisement analysis. The examples given in class were interesting and informative. The examples on videos, class readings, and pictures were important in enhancing understanding of advertisement as a concept.

The analysis of these examples empowered me to understand advertisement and to look at adverts critically. I do not think it is necessary to drop any of the class materials if the class remains as it was this term. The structure of having one paper, one group work activity, and two examinations is fair, achievable, and cognizant to needs of students. However, I think it is important to have handouts of images used in class. This would help students to grasp the practicality of the course. These handouts can entail the photo and its title or the photo and the book page.

Introduction

Leedy and Ormrod (2005, p. 56) continued to pose that research is usually a procedure by which individuals attempt to find answers to questions systematically and with support of empirical facts. Research involves systematic investigation of an issue of interest or event to bring forth new knowledge (Marshall & Rossman 1999, 56).

Research is a process of discovery that is well ordered and guided by specified procedures. This is a process that adheres to a given research protocol. In other words, a scientific research must take a specific form in terms of procedure. This paper will address issues related to scientific research such as methodologies, theoretical and conceptual literatures, and data analyses (Rubin & Rubin 2005, p.1).

Scientific Research

As earlier stated, research is related to collection of massive data. Scientific research is a technical term restricted to investigations that meet specific requirements. The investigations undertaken scientifically are guided by scientific philosophies. In other words, researchers try to situate research within the terrain of science.

This implies that a scientific philosophy is combined with the method. Internationally, experts accept or discard research findings after subjecting them to certain scientific philosophies (Silverman 2001, p. 21). Globally, research is only guided by one conventional method, which is the scientific method. Emphasis is on how the research is planned and executed.

Every research is carefully evaluated to establish the extent to which it adheres to the scientific procedures. The scientific community is made up of individuals who are well trained in the scientific methods in their own fields. This means that they have the expertise or the capacity to assess any research project and give a fair verdict in terms of quality.

According to Kothari (2004, p. 13), scientific method is defined by various characteristics. For instance, a scientific method should rely on empirical evidence. This is the evidence obtained through the use or application of human senses. For example, a researcher may claim that he or she knows something because he or she observed it.

Conversely, scientific method dismisses speculations. This implies that it is accurate and based on testable evidence. Moreover, scientific research seeks to capture the objective truth not a subjective fact. For this reason, young researchers are encouraged to control all forms of human biases in order to understand the social world accurately.

It is factual that each human being has values and tastes. For instance, youths are affiliated to various political parties, religions, foods and ways of dressing. Kothari cautions that these values should not be transferred to the process of research. A researcher should always strive to be neutral. This could mean that he or she should make assumptions without considering personal opinions.

Kothari continued to posit that scientific research resorts to probabilistic prediction of events that are likely to occur in a specified future. Researchers explain a phenomenon and predict its occurrence using probability. In doing so, mathematical or statistical models are applied. The statistical models predict events within specific levels of confidence.

In addition, scientific research entails adherence to specific methodological procedures or protocols, such as topic selection, stating the problem, site selection and sampling correspondence. Finally, the ultimate aim of scientific research is to generalize research findings that eventually constitute scientific theories.

Research Process

Research is a complex process with various steps. Steps are analyzed procedurally though the process is to be viewed as complex. The main aim of research is to collect, analyze data and explain the reality using the collected data.

Introduction

It is the first step in any research process. It has various components. The first step in this stage of research is formulating the research problem. Scholars note that scientific research must start with identifying the problem. A research problem should have some specific questions that the research aspires to answer. For instance, the researcher should state clearly, why he or she would initiate the study.

The researcher needs to explain clearly, what the study would be trying to investigate. There are three sources of research problem. The first is the need to solve a research problem. Again, the researcher would be seeking to test and validate the existing theories or concepts. Finally, the researcher might be seeking to modify methodological principles.

Formulation of a research problem entails two aspects. One of it is to comprehend the problem thoroughly while the other one is to rephrase the same problem into a frame. This would allow an analytical scrutiny of the problem. In this stage, the researcher should formulate a statement of objective, which outlines and determines the data to be collected, the features of relevant and the relationships to be analyzed in the research. This is important for the researcher as it influences the techniques to be applied and the form of the final report.

Some factors are considered when identifying a human condition as problematic. One of the factors is the norms and standards of society. In this regard, the researcher should understand the expected behavior in society. Another aspect to be taken into consideration is the existing behavior or conditions, as they apply to various categories of individuals. These should be compared with the standards in order to determine discrepancies. Compliance and deviation from norms raises research questions.

Literature Review

Literature review pertains to cross-examining what other scholars have done in the field of study. This is based on the idea that knowledge is cumulative. Revisiting other peoples ideas and thoughts help in formulating both theoretical and conceptual frameworks. In this many studies, the researcher employ some theories, which are part of theoretical literature. Conceptual literature are usually revisited by scrutinizing what other researchers have concluded in their studies regarding.

Literature review is important because it offers a foundation to any study. Generally, literature review is related to determining how much is known. It is important because it keeps away unnecessary duplication of data and gives more knowledge to the researcher. The researcher can only avoid mistakes committed by other researchers if he/she reviews literature. Therefore, review of literature helps a researcher to formulate a study that stands the taste of time.

Literature review is based on the notion that knowledge is cumulative hence, it is important for the researcher to understand what exists before conducting a study. The essence of research is to understand deeply the existing phenomenon. In research, nothing is new. In this case, the research deals with both theoretical and empirical literature. Data can actually be obtained from books, journals, government publications and other relevant sources.

Review entails collection and synthesis of existing information that is related to the research problem. A researcher should perform a critical review where strengths and weaknesses are identified. Throughout the process, the researcher should keep records carefully. Literature review has some purposes that a researcher would wish to discern and pay attention to.

For instance, the researcher should be careful with what has been done in a particular area of study. He or she should ask him or herself whether existing literature contain discussions about what is known. The researcher should ask him or herself the theoretical perspective that the problem depicts. In this regard, the researcher should analyze the methods used by other scholars, as well as their findings.

Research Methodology

This chapter focuses on various aspects of research development. It includes methods of data collection, analysis and presentation. Every research project applies a certain research method to achieve its objectives depending on its goals.

The methods used to conduct research various projects compare closely with the methods proposed in project proposals (Strauss & Corbin 1990, P. 191). In scientific research, a design tackles primarily the objectives, uses, principles, targets, and strategies within the practical constraints of time, location, money, and availability of staff. In many studies, respondents are usually briefed in advance. The study population is also amicably informed in order to get prepared for the study. Briefing is important because it enhances reliability of the study.

Ethical Coniderations

It is also ethical to inform people before researching on them. The findings are also made public to the researched as one way of ensuring morality in the study. Furthermore, the researcher should observ researcher-researcher ethics by keeping away from criticism (Patton 1990, p. 112).

Data Collection

It is advisable in social science inquiries to employ mixed methods because multi-method studies recommend, determine and test hypotheses; offer new approaches to compound incidents; permit the researcher to tackle practical and strategy problems from the standpoint of figures and descriptions, and finally add rigidity to the findings (Lee & Esterhuizen 2000, p. 235). Mixed method study talks about those researches or units of analysis that incorporate one or more qualitative and quantitative methods for data compilation and analysis.

Data collection techniques in qualitative research, for instance interrogation, focus groups, or participant surveillance, are currently utilized as tentative (hypothesis formation) chapters (Crotty 2003, p. 12). Mixed methods have the possibility of inventing new themes or acquainting researchers with a certain field. They may perhaps also help in premise construction, particularly when techniques that make up qualitative explorations are employed.

While quantitative techniques may function well in separating and categorizing the correlates linked to discrepancy at particular periods, qualitative methods are mainly superior at achieving insight as regards to processes and actions that causes practical deviation and have the main benefit of giving sudden insight.

Creswell and other scholars made intuitive theoretical structure pertaining to mixed methods, mainly concerning issues of excellence (Creswell 2003, p. 56). Mixed methods not only enlarge the study toolbox, they as well offer the chance for fusion of study customs and offer the researcher extra viewpoints and insights that are past the span of any solitary method.

Analyzing the quantitative and qualitative facts, popularly referred to as mixed analysis is perhaps the most intricate. The investigator should not only be proficient in carrying out a collection of quantitative and qualitative studies but also aware of how to combine and even entrench these analyses (Churchill & Lacobucci 2004, p. 89).

The illustration entails restructuring qualitative and quantitative evaluations as either variable-oriented or case-oriented analyses. For quantitative part, the researcher will utilize chi-square since it allows hypothesis testing while constant comparison will be applied for qualitative research.

Data Analysis

Validity and Reliability

Reliability means appropriateness, applicability and truthfulness of a study. It is the ability of research instruments to produce results that are in agreement with theoretical and conceptual values (Marczyk, DeMatteo & Festinger 2010, p. 31). In research, internal validity would be ensured through checking the represenativeness of the sample. The researcher should ensure that the sample used captures all important aspects relating to what is being measured.

The researcher is to ensure that there is no form of bias when receiving data from respondents (Clarke 1998, p. 67). The respondents are to be treated equally, irrespective of their level of education or their seniority in the society. External validity would be ensured through triangulation that is, the researcher would use more than one technique in collecting data. External validity can also be guaranteed by asking respondents to give their views (Blank 2004, p. 188).

Validity means that the study is consistent and lacks any ambiquity. It is related to the accuracy of instruments that is, how accurate the measuring device is in measuring what it claims to measure (Hakim 2000, p. 67). In scientific research, it would be achieved through increasing verifiability of the perspective. The researcher would adopt the principles of coherence, opennes and discourse in order to guarantee reliability. The methodology employed by the researcher should be practical and simple to understand.

Presentation of Results

There are several interesting observations made in the process of data collection. The observations include those made from the literature review and those made from analysis of data collected through the questionnaires (Russell & Ryan 2009, p.56).

In this section, the two sources of data present the categories used for disseminating the findings. In the first case, the information covers the information retrieved from various academic sources such as journals, reports, and books on issues. In the second section, the attitudes and thoughts of respondents form the basis of the report as covered by the questionnaire are presented in the same way (Creswell 2003, p. 12).

Conclusion

Research methodology is an important aspect of any research because it determines the successfullness of any study. Many studies employ quantitative research method because it is usually interested in summarizing facts mathematically. Questionnaires are usually utilized in colecting data because they can easily be mailed to respondents.

The researcher always ensures that validity and reliability are catered for in the study. Furthermore, the researcher uses deductive approach because it utilizes available information first before moving to the field to confirm the results. Positivism is usually employed as a paradigm for understanding the research.

List of References

Blank, G 2004, Teaching qualitative data analysis to graduate students, Social Science Computer Review, Vol. 22, no. 2, pp 187-196.

Churchill, G & Lacobucci, D 2004, Marketing Research with Infortrac: Methodological Foundations, Southwestern Publications, New York.

Clarke, A 1998, the qualitative-quantitative debate: moving from positivism and confrontation to post-positivism and reconciliation, Journal of Advanced Nursing, Vol. 27, no. 6, pp 1242-1249.

Creswell, J 2003, Research design: Quantitative, qualitative, and mixed methods approaches, Sage, Thousand Oaks.

Crotty, M 2003, The Foundations of Social Research: meaning and perspective in the research process, Sage, London.

Hakim, C 2000, Research Design: Sucessful Designs for Social and Economic Research, Routledge, New York.

Kothari, R 2004, Research methodology: methods and techniques, New Age International, India.

Lee, R & Esterhuizen, L 2000, Computer software and qualitative analysis: Trends, issues, and responses, International Journal of Social Research Methodology, Vol. 3, no. 1, pp 231-243.

Leedy, P & Ormrod, J 2005, Practical Research: Planning and Design, Pearson, Prentice Hall.

Marczyk, G, DeMatteo, D & Festinger, D 2010, Essentials of Research Design and Methodology, John Wiley and Sons, New York.

Marshall, C & Rossman, B 1999, Designing qualitative research, Sage, Newbury Park.

Patton, M 1990, Qualitative Evaluation and Research Methods, Sage, Newbury Park.

Rubin, H & Rubin, H 2005, Qualitative interviewing: The art of hearing data, Sage, Thousand Oaks.

Russell, B & Ryan, G 2009, Analyzing Qualitative Data: Systematic Approaches, Sage London.

Silverman, D 2001, Interpreting qualitative data: methods for analyzing talk text and interaction, Sage, London.

Strauss, A & Corbin, J 1990, Basics of qualitative research: Grounded theory procedures and techniques, Sage Publications, Newbury Park.

Introduction

Education is a crucial element of nation building because it empowers the entire nation. An educated country is able to overcome the obstacles that hinder national development such as poverty, unemployment, and illiteracy.

The developed nations have managed to achieve their national goals towards development by investing in education. This paper will focus on the role of education towards nation building, particularly in China.

Recent surveys conducted by different scholars suggest that Chinas economy is second to that of US with regard to stability. The stability of China is evident in all areas at national level including trade, employment, and education among others.

Education has a very special place in China, thus the government manages the system. This is because the country realized that empowering people from the grassroots level up to the national level could only realize its potential. In other words, every Chinese citizen must learn for at least nine years (Chen & Reid 58).

Education Policy

Every country is committed to nurturing responsible citizens through the implementation of education policy from the early stages of an individuals life. According to Chen and Reid (59), China has many resources but they would be rendered useless if the population does not have the necessary knowledge that is required to utilize them.

Education presents an opportunity for individuals to discover their abilities and later use them to sustain themselves and their dependants. Just like the rest of the world, unemployment, poverty and other socio-factors affects China.

Education is viewed as the only remedy for overcoming the challenges caused by these socio factors and was thus enacted as legislation in July 1, 1986.

The learning centers are fairly distributed in Chinas provinces to ensure that individuals who reside in remote areas have an equal opportunity for access to quality education. Han (31) argues that during the nine years of mandatory learning the young learners are expected to attend schools that are strategically located in their respective provinces.

The Chinese government funds the learning centers and the funding is dependent on the provinces population. However, the parents must chip in to cater for some of the expenses.

Present National Policies for Citizenship Education

The education system of China is an agent of change because it is used by the government to implement a modernization plan which will change the way people associate themselves with the country.

The model of modernization is based on collectiveness because it fights for the rights of the society and thus does not acknowledge individual rights. The government emphasizes citizenship education because it is believed to discourage the youth from being disloyal to the authorities.

Citizenship education is integrated with the education system through certain subjects such as Chinese language, which is taught in early years. This education is extended to other subjects such as history, art, music, labor, and music.

During the nine years of compulsory learning, the curriculum focuses on teaching the learners about patriotism, nationality and socialism. The learners are encouraged to embrace the traits of the Chinese race which are used to identify it from other races (Xia 36).

The curriculum sensitizes the learners about the existence of democratic law and encourages them to observe the national laws. The students are informed about their obligation in the society. This area is covered at junior and senior primary levels.

The young learners are taught how to sing patriotic songs. Besides that, the curriculum expose them to films that pay tribute to people who have gone through affliction while fighting for their country.

The learners are assigned minor duties and this is done to prepare them for adult life where they will be expected to work in order to meet their own needs. Moreover, the early exposure makes work become part of their lifestyle and thus, they will not find it difficult when they grow up.

Jan points out that in China the government has a code of conduct that is supposed to be observed by learners in their respective categories (14). This means there is a separate code of conduct for the junior primary level, senior primary level and higher education.

Among the values that are emphasized by the codes of conduct include self-respect, public morality, humbleness, obedience, diligence, respect for parents and guardians, simplicity and thrill.

The Role of Education

The learning centers have a very special place in the society, especially China, because children in the modern and rural setting meet for the purpose of socialization. Of course, the pursuit of education is what brings most learners to school.

These learning centers are a source of empowerment for children and adults. When the compulsory education policy was implemented in China, adults had to be enrolled in vocational training programs. This was to ensure that they could actively participate in nation building tasks regardless of their age (Jan 51).

Developed nations pump a lot of money into the education. This ensures that the country has adequate supply of intellectuals, and thus does not need to import experts from other countries to come and do tasks that the local citizens can undertake.

Children learn to be responsible citizens while they are in school and they apply these teachings in the adulthood life. Without education, the society would loose its values especially in this age of modernization.

Before the coming of modernization, each society would teach its people about its beliefs and values but currently that gap has been left to be filled by education. Nowadays, parents work round the clock to meet the needs of their families and therefore they do not have the time to teach their children about citizenship.

Education enlightens people about their entitlements and the need to fight to safeguard their interests. United States and Britain have the strongest armies and their excellence in that field is because of the skills and abilities of their personnel.

China is also working towards developing a strong army similar to other developed countries. China has established institutions that train people in the areas of engineering such as nuclear and rocket science.

Lee, et al (143) argue that education serves as the defender of national heritage because this is where people learn about the culture of their forefathers. Before the coming of formal schools, the cultures of a society used to be passed on from one generation to another which is not possible because the society has been disintegrated.

In this era of modernization, careers are molded in schools that are in the form of colleges, universities and vocational training centers.

Colleges and universities absorb individuals who excel in academics while vocational training centers equip learners with technical skills such as hairdressing and tailoring among other careers. This suggests that education defines personalities, which is earned by going through the education system.

Furthermore, education transforms people by giving them the knowledge that is needed to coexist with each other. From another perspective, education makes people to be equal because it presents equal opportunities for all.

Education enables people to appreciate their history and develop a sense of belonging. The schools in China teach in Mandarin and thus the common language becomes a unifying factor in the society.

Education changes the peoples attitudes because it makes them appreciate their differences instead of using them to discriminate against others. Education causes people to see and reason differently because they have a better understanding.

Without education, the society is coupled with a lot of primitivism that is linked to our beliefs and cultures. The school teaches people about the risks of practicing some cultural rites and encourages them to adopt or retain cultures that dont impact on their lives negatively. People who have gone through an education system do things differently compared to their uneducated counterparts.

Gone are the days when communities used to earn their daily bread by hunting and gathering wild fruits. Wang and Zhou agree that the society has now been liberated and each man must fend for himself (90).

Life favors the crafty and everyone needs to have some skills that can be used to put food on the table. Skills can only be earned through learning because there is no room for apprenticeship due to urbanization.

Similarly, education guarantees a bright future for oneself, and that is why parents and guardians make sure that they send their children to school. The courses that are taught in Chinese colleges and universities range from arts to engineering courses.

There is stiff competition in Chinas job market and the youth have to learn more to increase their chances of being absorbed by the various organizations that are in China.

Alternatively, the learned individuals can employ themselves because they are taught entrepreneurial skills when they are in learning institutions. People who dont have education can not fit in the society because they can not sustain themselves and usually resort to engaging in criminal activities.

The education system of China also acts as the reservoir of intellectuals for this country. When children are enrolled in various schools, they are molded to become what they want to be in life and later assume those positions.

However, the doctors, teachers, soldiers and other professionals can not remain in their positions forever because a time will come when they will have to retire and that gap has to be filled by the upcoming intellectuals. On the other hand education is viewed as the solution for eliminating poverty.

Currently, there are approximately one thousand learning institutions in China, and this increase is because of the increase in government funding. Knowledge is power because it enables people to foresee the dangers and caution themselves against those dangers (Jan 33).

Moreover, education assigns people a social status depending on their level of education. The most learned are perceived to be the best decision makers and for this reason, they earn decent incomes.

The society consults them for opinion because they are thought to have faced many encounters which has hardened them. Education is also referenced when the society is choosing its leaders. Education promotes competition because there are limited opportunities awarded by merit.

For instance, there are limited university places in China and hence the government had to employ alternative approach to ensure the learners are able to obtain their degrees.

Functions of Education to the Society

All societies are subject to change despite their strong resistance to change. The Chinese society is not exceptional because it has been altered through its encounters with persons from other geographical locations who come to China in pursuit of higher education or trade.

Besides that, the society has had to change due to the changes in environment. The old practices that were carried out by the society are preserved because they will be referred to by forth coming generations for understanding where they belong and why the practices are significant (Xia 45).

Education can never be exhausted because it is always needed to help the individual and the society to cope with challenges in life. For instance, the research studies in medicine cannot come to a dead end because diseases are developing resistances every day, and thus newer remedies must be remedied to ensure that illnesses are arrested in good time.

Additionally, the military wing of the state must learn new tactics and develop advanced weapons to ensure they are ahead of the game when it comes to safeguarding the states territory. This implies that education increases the strengths of the nation.

The sense of belonging that is acquired while learning makes people to devote their lives to their nation. This means that people are not afraid of dying while in pursuit of freedom for their country. This argument was evidenced in the US during the civil war.

The education system was used a tool for collecting funds for the war and sensitization purposes. An educated society has a strong sense of humanity and this attribute has enabled the people of China not to be hostile towards foreigners. This noble gesture has bore positive results for China because it is currently among the highly preferred destination for education purposes (Lee et al. 150).

The subjects that are taught in school play a major role in sensitizing the upcoming generation about their roles towards nation building. Education makes them appreciate their skills by using them to benefit themselves and the society that nurtured them.

The literacy enables them to fight for their rights, which they would not realize if they did not go to school. The intellectuals are keen observers of what is going around them and because they are well versed in state laws they know how to negotiate for their entitlements.

For instance, in China, the nine years of compulsory are partially funded by the government and thus literate parents cannot be cheated into footing the entire school fees.

According to Xia education fosters national harmony because it teaches people to accept each other regardless of our differences (152). In 1960s, the education system in China was very biased and this caused a lot of disturbance in the country.

This is because admission into institutions was reserved for the children who came from wealthy families or those who had political affiliations. The quality of education was of low quality because the admissions did not follow any protocol.

In Chinas citizenship, there are three entities: the nationals, citizens and the people. In this state the term nationals and citizens mean the same thing because they refer to individuals who are lawfully recognized by the state as legitimate inhabitants of China.

The term people refers to the individuals who are evil and selfish because they only care for their own interests only and they include landlords, businessmen and individuals who resist change. In conclusion, more reforms in education are still needed to ensure that the youth are in a better position to sustain themselves and the nation in general.

Works Cited

Chen, Y.G. and Reid, I. Citizenship education in Chinese schools: retrospect and prospect. Research n education 67.1 (2002): 58-69. Print.

Han, Jialing. Survey Report on the State of Compulsory Education among Migrant Children in Beijing. Chinese Education and Society 37.5 (2004): 29-55. Print.

Jan, Tracy. In China, Ivy League dreams weigh heavily on students. The Boston Globe. 4 Jan. 2009. Print.

Lee, J.C.K. et al. Students environmental concerns and opinions: a Chinese perspective. The Environmentalist 20.2 (2000): 141-155. Print.

Wang, C-Z. and Zhou, Q-H. Minority education in China: from states preferential policies to dislocated Tibetan schools. Educational Studies 29.1 (2003): 85-104. Print.

Xia, Chunli. Migrant Children and the Right to Compulsory Education in China. Asia-Pacific Journal on Human Rights and the Law 7.2 (2006): 29-74. Print.

American education system is very different from many education systems in the world. Its main uniqueness is the lack of uniformity in the running of schools in all the states of the country (Sowell,1993). The schools are usually controlled by district boards, which are also in charge of setting policies, soliciting funds, regulating the teaching process and setting the curricula for various districts (Ravitch, 2010). Public schools get their funds from state, local and federal governments (Sowell,1993). Many of the students attend public schools. Specifically, 88% of them go to public schools, while the rest go to private schools or get home schooling.

The education system is divided into sevaral levels based on the age of the learners (Sowell,1993). The first level is the elementary school (K school and primary school), then goes middle or junior high school and senior high school. These initial levels are then followed by the tertiary level of schooling, college and graduate school (Ravitch, 2010). The entire education system lays emphasis on the learner-centered method of teaching, where the teacher only serves as a guide in the learning process.

The learner works on his or her own to make discoveries. This system came to be what it is today as a result of the work done by many fore-runners of education. This paper discusses the impact of some of them. Precisely, it looks at the works of Calvin and Calvinism, Horace Mann and the education board, Socrates and John Dewey and their influence on the current American education system.

One of the first people to make a significant contribution to the American education system was John Calvin. He was a protestant reformer who mainly advocated for the sponsorship of education by state governments (Ravitch, 2010). He also advocated for universal literacy for the purpose of helping citizens know how to read the Bible. According to him, people who could read the Bible would easily transform into morally upright citizens (Ravitch, 2010). His influence is still felt up to today. The schools are sponsored by the federal, local and state governments as he envisioned.

In addition, the American education system still emphasizes the production of morally upright citizens. However, it does not achieve this objective through the use of biblical teachings (Ravitch, 2010). In 2002, the Congress passed a bill, The No Child Left behind Bill, to ensure that all the learners in the states acquire at least a certain level of knowledge (Ravitch, 2010). This move ensured that Calvins dream of universal literacy was achieved. Later, the court ruled that state governments should sometimes sponsor some of the Parochial Schools associated with Calvin and other Christian scholars.

Before Calvin, Socrates had surprised the world with his Socratic Method. This method entails dialectic questions intended to make learners think logically and come up with rational responses to difficult situations (Levin, 1987). According to Socrates, education is meant to help people become citizens that can think rationally and critically. This method targets statements that people make and shows their faults. In most cases, teachers must challenge what their students say and make them self-contradicting. As a result, speakers are forced to re-phrase their statements. Eventually, speakers move toward objectivity (Levin, 1987).

Though the American system does not use this method as was originally formulated by Socrates, its influence is evident in the student-centered method that is very common in American classes. Mostly, teachers only guide the students to make their own discoveries. They formulate questions and the students look for answers on their own. The American education system uses this method of teaching to ensure that their graduates are absolutely non-conformistic (Levin, 1987).

Horace Mann was also a very influential person in the history of American education. He formed the first education board in America, which brought about very many reforms in the running of education in the country (Mann, 1957). The most felt reforms were from Europe, especially Prussia. Among the reforms he proposed were the elimination of ignorance among the public, the payment, sustenance and control of education by the public, admission of students from all backgrounds, non-sectarian teaching, freedom in the teaching and learning process and the possession of adequate training by the teaching staff (Mann, 1957).

As a result of these propositions, education in America became non-sectarian and all-inclusive. Learners are not treated based on religion color or class. Besides non-sectarianism, the running of education is still in the hands of education boards in every state. In addition, the public indirectly caters for their childrens education through paying taxes to the federal, local and state governments.

The most important of these individuals was John Dewey. He introduced the student-centered method of teaching and advocated the maximum participation of students in the learning process (Dewey, 1915). He also conceptualized that students learn best when they experiment with ideas before embracing them as facts or refuting them (Dewey, 1915). This method is the most common approach of teaching employed in the US. Students learn through experiments, fieldworks, the use of hypotheses and many other heuristic methods of learning. In modern times, a typical American teacher only serves as a guide in the learning process.

Summarily, the American education system has come a long way. Many scholars, from the classical period to the modern period, have influenced this system of education differently. American educational reformists also had to borrow some practices and ideologies from other countries along the way.

References

Dewey, J. (1915). The school and society. Chicago: The University of Chicago Press.

Levin, M. (1987). The Socratic method. New York: Simon and Schuster.

Mann, H. (1957). The republic and the school. New York: Teachers College, Columbia University.

Ravitch, D. (2010). The death and life of the great American school system. New York: Basic Books.

Sowell, T. (1993). Inside American education. New York: Free Press.